SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview
In this session, we will review the best strategies for sending a laptop to the depot.
Focusing Questions
What is the best way to approach a technological issue that arises during instruction?
How can I address these issues with minimal disruption?
Materials
The following materials are used in this session:
Depot room/location
Depot Manager’s schedule
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
iSquaders, I know that you want to be able to fix all computer problems that may come up during your classes however, as you continue to increase your knowledge, we have to make sure that you do not take up too much of your time and miss out on important information when trying to assist users. If an issue becomes too complicated to resolve quickly, you should refer it to the depot manager for further investigation. Teaching
Lets say that someone in your class is having some difficulty with an application during work time or maybe something “just isn’t working right”, how long do you think you should spend trying to figure out what’s wrong, then fixing the problem? In order to prevent you from falling behind with your regular student responsibilities, you should not spend more than 5 minutes of class time working on a computer. If you are exceeding the time limit, the issue should be referred to your depot manager and the user should be allowed to proceed to the depot with their equipment.
Guided Practice
During the guided practice, I want you to work in teams to recreate scenarios of some of the common issues you recollect from the day-to-day use of technology.
If you are able to resolve the problem presented, make sure that the steps can be completed within the time limit. If you are not able to troubleshoot successfully, within the time restrictions, forward to the depot. WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
You will have 30 minutes to demonstrate to each other the various scenarios that represent the technological disruptions occurring in your classroom on a usual basis. Team members should alternate being the iSquader and should try and be mindful of the time being expended on each request. Participant Activity
Participants will...
Step 1 – Choose the iSquader.
Step 2 – User will make a request to resolve a specific issue
Step 3 – iSquader will troubleshoot
Step 4 – Within 5 minutes equipment is handed back to the user
Step 5 – User continues working or heads to the depot
Step 6 – Record your observations
Step 7 – Switch roles Facilitator Conferring
Circulate around the room and confer with participants. Make sure that participants acting as iSquaders are abiding by the time restrictions without being reminded by the user. Take note of particularly good examples of work that can be presented during the Share.
SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion on how this exercise addresses the focusing questions.
“What were some good examples of efficient troubleshooting?” ..participants can share their observations.
“What are some ways that the iSquader can remind themselves of the time restrictions?” .. pay attention to the clock on the wall, the time on the computer, etc.
How does the iSquader know if it’s ok to send the equipment to the depot? .. a schedule at hand, teacher, etcHow does the iSquader know if it’s ok to send the equipment to the depot? .. a schedule at hand, teacher, etc
Facilitator should chart issues.
Leave issues/resolutions posted for reference.
ACKNOWLEDGEMENTS
Author: Brenda Perskin
Email: bperskin@schools.nyc.gov
School/Employer: IS 93
Title: Mathematics Teacher/ iSquad Facilitator
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
Sending Laptops to Depot
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, we will review the best strategies for sending a laptop to the depot.
Focusing Questions
What is the best way to approach a technological issue that arises during instruction?
How can I address these issues with minimal disruption?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
Depot room/location
Depot Manager’s schedule
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
iSquaders, I know that you want to be able to fix all computer problems that may come up during your classes however, as you continue to increase your knowledge, we have to make sure that you do not take up too much of your time and miss out on important information when trying to assist users. If an issue becomes too complicated to resolve quickly, you should refer it to the depot manager for further investigation.
Teaching
Lets say that someone in your class is having some difficulty with an application during work time or maybe something “just isn’t working right”, how long do you think you should spend trying to figure out what’s wrong, then fixing the problem? In order to prevent you from falling behind with your regular student responsibilities, you should not spend more than 5 minutes of class time working on a computer. If you are exceeding the time limit, the issue should be referred to your depot manager and the user should be allowed to proceed to the depot with their equipment.
Guided Practice
During the guided practice, I want you to work in teams to recreate scenarios of some of the common issues you recollect from the day-to-day use of technology.
If you are able to resolve the problem presented, make sure that the steps can be completed within the time limit. If you are not able to troubleshoot successfully, within the time restrictions, forward to the depot.
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
You will have 30 minutes to demonstrate to each other the various scenarios that represent the technological disruptions occurring in your classroom on a usual basis. Team members should alternate being the iSquader and should try and be mindful of the time being expended on each request.
Participant Activity
Participants will...
Step 1 – Choose the iSquader.
Step 2 – User will make a request to resolve a specific issue
Step 3 – iSquader will troubleshoot
Step 4 – Within 5 minutes equipment is handed back to the user
Step 5 – User continues working or heads to the depot
Step 6 – Record your observations
Step 7 – Switch roles
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that participants acting as iSquaders are abiding by the time restrictions without being reminded by the user. Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion on how this exercise addresses the focusing questions.
“What were some good examples of efficient troubleshooting?” ..participants can share their observations.
“What are some ways that the iSquader can remind themselves of the time restrictions?” .. pay attention to the clock on the wall, the time on the computer, etc.
How does the iSquader know if it’s ok to send the equipment to the depot? .. a schedule at hand, teacher, etcHow does the iSquader know if it’s ok to send the equipment to the depot? .. a schedule at hand, teacher, etc
Facilitator should chart issues.
Leave issues/resolutions posted for reference.
ACKNOWLEDGEMENTS
Author: Brenda Perskin
Email: bperskin@schools.nyc.gov
School/Employer: IS 93
Title: Mathematics Teacher/ iSquad Facilitator
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.